SOIL GEOMORPHOLOGY FIELD STUDY
Geography 408
Fall Semester, 2007
Instructor: Dr. Randall Schaetzl
Office: 128 Geography Bldg
[email protected] .... I will always answer my email.
Office Hours: 10:15-12:15 M, W and by appointment, and after class
Contacts, emergency or otherwise: Ph. 353-7726 (office)
347-0164 (home)
648-0207 (cell)
Texts:
1. Schaetzl and Anderson. 2005. Soils: Genesis and Geomorphology. Cambridge Univ. Press. 832 pp.
2. Schoeneberger, P.J., Wysocki, D.A., Benham, E.C., and W.D. Broderson. 2001. Field Book for Describing and
Sampling Soils. USDA-NRCS, National Soil Survey Center, Lincoln, NE.
Provided by the instructor.
Lectures: 7:00 - 8:50 p.m. Wednesday, 120 Geography Bldg
Prerequisites (and they will be enforced): a grade of 2.0 or higher in any ONE or more of the following (or their
equivalents elsewhere): CSS 210 (Intro Soil Science) or GEO 306 (Geomorphology) or GLG 201 (Intro
Geology) or GLG 412 (Glacial Geology) or ISP 203 (Geology of the Human Environment), or permission of
instructor. This class is not open to freshmen or sophomores.
Course Goals: This course is intended for those students who have a basic background in physical geography,
geology and/or soils, and who wish to advance their knowledge of soils, geomorphology and soil-environment
interactions, especially in a field-based setting. The major goal of GEO 408 is to provide students with the
ability to differentiate soils as they view them on the landscape, and to be able to propose scientifically sound
reasons for these differences in morphology and chemistry, both at a site and from place-to-place, based
primarily on landform-soil, stratigraphy-soil, and sediment-soil relationships. The course is designed to include
a weekly lecture and several required field trips; the field trips end by early November to allow time for work on
individual projects. Topics to be examined in GEO 408 include: (1) soil profile concepts and horizonation, (2)
soil stratigraphy, (3) soil genesis, (4) soil geomorphology and soils as dating tools, (5) paleopedology and
landscape evolution, (6) soil classification and taxonomy, and (7) soil mapping and the use of soil surveys. The
course has a regional focus on Michigan and the midwest. The student is reminded that, because lectures
provide important background information on the upcoming trip AND summarize important concepts from the
previous trip, missing even one lecture unnecessarily can be very detrimental. Therefore, regular attendance at
lecture is absolutely essential.
Field trips: All seven (or eight) days of field trip are required. Field trips are the most essential and important
part of any field course, and GEO 408 is no exception. They are invigorating, vital learning experiences.
Missing a field trip will result in a loss of exposure to vital course material, which will come back to haunt you
on the exams. The trips are long, time-consuming and tiring, but remain the best (perhaps the only) way to really
learn this material. Hence, you have the potential to get a great deal out of them; do not waste this opportunity
by partying at night such that you are dragging the next day, or by maintaining a lazy, negative or slip-shod
attitude. MSU will cover the transportation cost of the trips; at the end of the semester the students will be
notified of the amount they must contribute to defray the lodging (and some of the meal) expenses. Likely
amount: $125 per person.
Grading: A total of 500 points can be earned in this course. Final grades are based on a curve of the student's
overall point total. Points are assigned as follows:
Midterm exam
100 pts
Final exam
140 pts
Three unannounced quizzes (at the start of a class period)
60 pts
First soil landscape project
40 pts
Second soil landscape project
80 pts
Attitude, class and field trip participation, effort, brownie points, etc.
80 pts
TOTAL
500 points
Exams: There will be a midterm and final exam in GEO 408. The midterm will stress essential concepts
covered in the field, with a small (but significant) component of material from lecture. The final exam is more
lecture-text based in its approach. On the final exam only, students will have access to information they choose
to write (not type) on one side of a 4x6 inch notecard. The final exam is cumulative. Both exams will be of
essay/short answer format, with some objective questions or definitions. Exams will include material from the
readings, and are mostly short answer and essay format.
Quizzes: Three surprise quizzes will be given during the semester. Each will occur at the beginning of class.
Quizzes will cover the readings assigned for that particular lecture, as well as the lecture material covered in the
previous class period. Makeup quizzes are not given.
Readings: Most of the readings will come from the text. Additionally, however, several research papers will
(may) be read during the term; these will be placed on reserve in the file drawers in Room 102. Please do not
remove these papers from the room except to photocopy them! I expect everyone to have read the papers and
text pages BEFORE the lecture for which they are assigned. Overachievers are especially invited to read
regularly and repeatedly from the text and the papers.1
General FIELD TRIP "RULES" for GEO 408:
1. Stay positive. Keep smiling despite rain, cold, mud, wet feet, cold feet, smelly feet, (apparently) dense, ditty,
know-it-all, or obnoxious classmates, long drive-times, boredom, impatience, etc. No sourpusses or fussbudgets,
and especially no weenies. Adhering to the above instructions will not only make the course more enjoyable, but
you will learn more and earn more brownie points (see Grading above). Participation and discussion is an
important part of this class/field experience. Questions are not only encouraged----they are expected. I W ILL be
calling on you for questions during the field trips (translation: putting you on the spot in front of your peers). If you
look dazed, bored or otherwise disinterested the likelihood that I will be calling on you increases substantially.
2. Take diligent notes. Taking good field notes is a talent that is easy to acquire; it does not take a 160 IQ, only
hard work. It will require you to work in the vehicle, rather than chit-chat with your classmates, sleep, or munch on
Fritos. If you think you can write your notes when you return to Lansing, or at night after the trip is over, you are
sorely mistaken. I strongly encourage everyone to take notes in a weatherproof field book, obtainable from most
book stores. The notebook might, for example, contain notes on soils, soil profile descriptions, stratigraphy,
summary tables and other items. W ithin the notebook, basic soils data will be recorded. For example, soil series
and taxonomic classification, topographic position, and drainage class, field textures of major soil horizons, depth to
carbonates where appropriate, moist color of major horizons, including mottling where applicable, soil structure,
evidence of erosion, current land use practice, landform, and other pertinent information. It is suggested that the
student compile the views of the group regarding the genesis of the soil, and how the soil relates to similar soils (as
1
Gross underachievers are not required to attend class or to read anything.
in a catena or development sequence).
3. Prepare for the worst possible weather conditions, without bringing undue amounts of clothing. Better to have
rain gear and not need it. Better to wear heavy shoes and stay dry than to take a chance with your Reeboks and
regret it. Bring a hat. W hen conditions are at their worst and you have NOT prepared adequately, refer back to rule
#1.
4. Brownie and attitude points (see Grading above) can be earned by:
P always being on time (or early) for field trips, both at the main departure from the Stock Pavillion parking
lot, and at each individual stop,
P paying for the field trips well before the stated deadline,
P volunteering to dig or turn the auger, drive (where appropriate), navigate, or pack and
load the vehicle,
P maintaining a serious attitude about the field learning experience,
P cheerfully awakening in the morning and not being the last one to be ready to depart,
P not being hung over such that you are a liability to the class and yourself,
P assisting the professor in picking up or dropping off the vans, etc.
5. Equipment. Field notebook, pen/pencil are required. If you have a non-folding pocket knife, bring it. (Some
will be provided.) Cameras are encouraged too.
Soil-landscape projects: In GEO 408 students will do research and write a report on two soil landscapes (aka
soil associations), using NRCS Soil Surveys as their main source of information. Essentially, each project is an
application of the skills learned in class, to the soil landscape at large. Each report will center on a major soil
association, initially depicted in a county soil survey but much expanded upon in the report.
Project 1: I will determine the two- or three-person teams that will work on each. Fieldwork is not
expected for this project. YOU choose the soil associations (which cannot be from Michigan), under my
guidance.
Project 2: Working alone, each student will request a soil association to work on. Fieldwork is optional
but can be a part of Project 2. The report for Project 2 should be “better” and more in depth than for
Project 1, because of the likely addition of fieldwork, but also because you will be better dirt people by
then, and you will have been able to apply the skills you learned from Project 1 to Project 2.
Each project must contain at a minimum:
1. a block diagram of the soil association (using the one in the survey is acceptable; drafting a new one
or editing an existing one is viewed as a plus).
2. typical profile descriptions and classifications for the major soils of the association, with an
explanation of the reasons why the soils have the morphology that they do (why they are different from
each other, etc).
3. soil and/or topographic maps (DEMs are OK) of typical landscapes in which this soil association
dominates, appropriately annotated and explained.
4. an in-depth discussion of the soil parent materials and their pedogenesis, and how the pedogenic state
factors have come together to form this association.
Optional components of the projects that may enhance your grade:
1. images of the landscape and/or soil profiles therein.
2. land use information
3. inclusion of references to scientific papers that have studied these soils, and discussion of said papers
in the context of your soil association.
Other notes and comments about writing your reports:
1. All figures and graphics must have their sources clearly listed.
2. Use of metric units only is allowed. Convert all English units to metric.
3. When you discuss a soil SERIES use the singular The Schaetzl series has great water-holding
capacity.
When you discuss these types of SOILS, use the plural Schaetzl soils are really great.
4. Deep vs thick. These are different words and their usage should not be mixed.
“The base of the horizon was deep.” OK
“The loess was deep.” Not OK, what was meant was that the loess was “thick.”
5. A personal bias of mine: “create”. Do not say that pedogenesis has “created” anything. God creates.
Pedogenesis and surficial processes form. This usage applies in many, many other instances, e.g.,
Plowing has created/formed a plowpan.
6. Textures. Do not say, “The A horizon is silt loam” or “The A horizon consists of silt loam” Instead,
say that “The A horizon has a silt loam texture.” Remember, “silt loam” and the other texture classes are
adjectives, not nouns.
7. Soil orders. The names of soil orders should be capitalized.
For each Project, members of the team will receive the same point total (grade).
LECTURE AND FIELD TRIP OUTLINE
DATE TOPICS
READINGS
Aug 29 Introduction, soil characteristics and concepts
Functional-factorial model of soil development
Chapter 1
(also browse Chapter 8)
pp. 295-300
Sep 5
Chapters 2 and 3
pp. 320-323
Process-systems model of soil development, soil horizons and horizonation
Sep 12 The first soil processes: melanization, leucinization, acidification
TRIP 1: Soils of the SE Michigan interlobate area (SUNDAY Sep 16)
pp. 347-361
Sep 19 Next: lessivage and Bt horizon formation
pp. 361-373
Sep 26 Podzolization and associated processes
pp. 440-453
TRIP 2: Miscellaneous soil-y things: Soil-landform relationships in the valley of the Red Cedar River, and on the
outwash plains of SW Michigan (SUNDAY, Sep 30)
Oct 3
Gleization, redox processes, ferrolysis; soil drainage classes
Oct 10 Hydroconsolidation and fragpian formation, pedogenesis in dry environments
pp. 380-385; 486-501
pp. 373-380; 402-439
Oct 17 Midterm exam; Project 1 assigned
TRIP 3: Podzolization; soils and surfaces; soil geomorphology case study examples from northern lower Michigan
and the eastern UP (THURSDAY through SUNDAY Oct 18-21)
Oct 24 Soil classification and mapping, use and interpretation of NRCS Soil Surveys
Chapter 7
Nov 1 (NOTE DAY CHANGE - this is a Thursday)
Soil geomorphology, geomorphic surfaces, soils-on-slopes
pp. 465-486; 506-514
TRIP 4: Soil-landform relationships on and near the Saginaw lake Plain (FRIDAY, Nov 2)
Nov 7 Dating of geomorphic surfaces; soil chronosequences; quantifying pedogenesis pp. 460-461; Chapter 14
PROJECT 1 DUE in class
Nov 14 Models of soil and landscape evolution; Project 2 assigned
pp. 295-342
Nov 21 Catenas and the pedogenic effects of topography
pp. 456-460
Nov 28 Pedoturbation and lithologic discontinuities; stone lines and landscape evolution Chapter 10; pp. 501-506
pp. 516-546
Dec 5 Paleopedology; use of soils in paleoenvironmental reconstruction
PROJECT 2 DUE in class
Dec 12 FINAL EXAM (8:00 pm, in Rm 120)
Chapters 15 and 16